Authors: Marita Merlene, Wendy Hodge, Kerry Hart, Alexandra Ellinson, Ofir Thaler
Evaluator company/business: ARTD Consultants
URL or PDF: Download the Evaluation of the 'Tell Them From Me' student survey trial (PDF, 1.14MB).
Summary: This formative evaluation provided insight and advice for the future implementation of student surveys. Mixed methods were used —surveys, case studies in five schools and semi-structured interviews. 172 secondary schools and 55 primary schools took part in the pilot online student survey and were approached to participate in the evaluation. The evaluation found that principals favoured the continuation of the student survey and the introduction of similar surveys for teachers and for parents.
Research that teachers really need to understand. Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides support for explicit models of instruction.
Read by Sally Kohlmayer, CESE.
Read the full publication.
CESE research has found that High Value-Add (HVA) schools share a common focus on six key practices.
This audio paper describes six effective practices common to NSW government schools that achieved high growth in NAPLAN between 2010 and 2014. These HVA schools showed a strong positive institutional culture that emphasised academic, professional and personal development and strong engagement among students, teachers and the leadership group.
Read by Natalie Johnston-Anderson, CESE.
Read our paper on Six effective practices in high growth schools. This research has recently been extended in-depth in the new CESE publication, Sustaining Success: A case study of effective practices in Fairfield HVA schools.
This literature review provides an overview of cognitive load theory, which is a theory of how human brains learn and store knowledge. Dylan Wiliam has described cognitive load theory as ‘the single most important thing for teachers to know’. Grounded in a robust evidence base, cognitive load theory provides support for explicit models of instruction.
The human brain can only process a small amount of new information at once, but it can process very large amounts of stored information.
Information is processed in the working memory, where small amounts of information are stored for a very short time. The average person can only hold about four ‘chunks’ of information in their working memory at one time.
Long-term memory is where large amounts of information are stored semi-permanently. Information is stored in the long-term memory in ‘schemas’, which provide a system for organising and storing knowledge.
If a student’s working memory is overloaded, there is a risk that they will not understand the content being taught and that their learning will be slow and/or ineffective.
With extensive practice, information can be automatically recalled from long-term memory with minimal conscious effort. This ‘automation’ reduces the burden on working memory, because when information can be accessed automatically, the working memory is freed up to learn new information.
Cognitive load theory provides support for explicit models of instruction.
Cognitive load theory is supported by a significant number of randomised controlled trials (RCTs). This large body of evidence indicates that instruction is most effective when it is designed according to the limitations of working memory.
Cognitive load theory indicates that when teaching students new content and skills, teachers are more effective when they provide explicit guidance accompanied by practice and feedback, not when they require students to discover for themselves many aspects of what they must learn.
Research from cognitive load theory has produced a number of instructional techniques that are directly transferable to the classroom.
These include the ‘worked example effect’, which is the widely replicated finding that novice learners who are given worked examples to study perform better on subsequent tests than learners who are required to solve the equivalent problems themselves.
Another finding is the 'expertise reversal effect', which shows that as students become more proficient at solving a particular type of problem, they should gradually be given more opportunities for independent problem solving.
CESE has recently released a professional learning course based on this literature review, which will contribute 1.5 hours of registered professional learning for teachers.
To help share the evidence, Cognitive load theory is available as a summary poster (PDF, 119kB).
Dylan Wiliam has described cognitive load theory as ‘the single most important thing for teachers to know’. Grounded in a robust evidence base, cognitive load theory provides support for explicit models of instruction. The CESE literature review ‘Cognitive load theory: Research that teachers really need to understand’ explains the principles behind cognitive load theory and how it assists the human brain to learn and store knowledge.
The average person can only hold about four ‘chunks’ of information in their working memory at once.
Information is stored in ‘schemas’ which provide a system for organising and storing knowledge.
If a student’s working memory is overloaded, they may not understand the content being taught.
With practice, and strategies to minimise cognitive load, information can be automatically recalled from long-term memory, freeing up the working memory to learn new information.
Research shows the benefit of effective teaching and student engagement. The Improving high school engagement learning curve (PDF, 1.6MB) uses data from the NSW Tell Them From Me student surveys in 2013 and 2015 to look at how students' engagement, performance and experience of classroom practices in Year 7 affect their engagement and performance in Year 9.
Learn more about the Tell Them From Me surveys.
High-quality teaching is the greatest in-school influence on student engagement and outcomes. Given current concerns about Australia’s declining performance on international assessments, particularly when compared with high-performing Asian and other countries, there is significant interest in the contribution that high-quality teaching can make to improving educational results.